Journal of Integrative and Complementary MedicineVol. 29, No. 2 AbstractsFree AccessAbstracts Teaching Kitchen Research Conference Los Angeles, California October 18–19, 2022Published Online:8 Feb 2023https://doi.org/10.1089/jicm.2022.29113.abstractsAboutSectionsPDF/EPUB Permissions & CitationsPermissionsDownload CitationsTrack CitationsAdd to favorites Back To Publication ShareShare onFacebookTwitterLinked InRedditEmail Poster and Oral AbstractsP2 CREATING A CULINARY MEDICINE EXPERIENCE FOR DIETETICS STUDENTS DURING COVIDKatherine MoraDepartment of Applied Health, Southern Illinois University Edwardsville, Edwardsville, IL, USAPURPOSE: A peer‐education, cross‐course project was designed to engage students in a culinary medicine simulation.METHODS: COVID restrictions prohibited conducting a lab‐based quantity food production course. An innovative pilot project was designed for students concurrently enrolled in quantity food preparation and medical nutrition therapy (MNT). Three‐member teams planned, prepared, and served a medically tailored meal for patients with renal disease, hypertension, or low fodmap for irritable bowel syndrome, respectively. Graduate students in advanced food service management served as consultants to the undergraduate teams, overseeing menu and recipe selection/testing. These students served as “dietitians” during the culinary medicine education session. Second year graduate students served as “patients”. The more experienced students provided peer‐education for the two junior groups. All culinary medicine sessions were shared via zoom, allowing all students to learn about each of the 3 meals and respective nutrition education. Qualitative assessment of learning outcomes was collected and analyzed from a student survey.RESULTS: Data was collected from 9 undergraduate and 4 graduate students. All students reported enhanced learning in medical nutrition therapy and culinary nutrition. Undergraduates applied culinary skills to create medically tailored meals. Finding and testing recipes and creating appealing and nutritionally appropriate menus was challenging. Students acquired empathy and deeper understanding of the complexities patients face when trying to adhere to restrictive diets. Graduate students integrated classroom knowledge and field experience when applying MNT as the “patient” or “dietitian”. Peer education was a positive learning experience.CONCLUSION: To comply with COVID restrictions, a quantity cooking course was converted into a small‐scale teaching kitchen. Dietetic students applied management and clinical skills in culinary medicine in a patient simulation project. This culinary medicine project can be adapted for a volume cooking experience, as well as potentially serving the broader community through a culinary medicine outreach program.P3 THE TEACHING LANDSCAPE IN CANADA AND THE UNITED STATES: A SCOPING REVIEWGina Brown,1 Tiffany Turner,1 Neda Ebrahimi,1 Kieran Cooley1‐41. Canadian College of Naturopathic Medicine, ON, Canada; 2. University of Technology Sydney, Ultimo, Australia; 3. Pacific College of Health Sciences, San Diego, USA; 4. National Centre for Naturopathic Medicine, Southern Cross University, Lismore, AustraliaPURPOSE: The role of diet and nutrition in the prevention and management of disease is concretely established across all population levels. While many programs exist to enhance the nutrition literacy of participants, there may be an opportunity to promote programs who seek to translate nutritional knowledge on a practical level with the use of teaching kitchens. For this review, teaching kitchens were defined as those that provide hands‐on culinary instruction with concurrent education in other domains intended to promote health. The breadth of research on the use of such programs has not been well documented; this scoping review was undertaken to reduce this gap. The objective of this project was to describe the literature on the use of teaching kitchens in Canada and the United States.METHODS: A scoping review (Arksey and O'Malley framework) of peer‐reviewed and grey literature was conducted to explore the use of experiential culinary programs within Canada and the United States.RESULTS: 1862 articles were retrieved, with 343 studies meeting criteria for inclusion. Data is currently being extracted including location, funding structure, population served, qualifications of those providing intervention, program duration, evaluation method, and process outcomes. Descriptive statistics will be used to interpret and examine data.CONCLUSION: Preliminary findings suggest that programs combining nutrition education with hands‐on, culinary components are being utilized in Canada and the United States in a variety of contexts. Improvements in perceived nutrition and culinary knowledge, food literacy and security, and in the management of a variety of health conditions across multiple demographic groups have been documented in the literature. These findings may assist in guiding future initiatives to actively map teaching kitchen resources in Canada and provide a useful tool for collaboration and advancement within this field.P4 PLANTING SEEDS OF LIFESTYLE MEDICINE STARTING WITH THYSELFAngie NeisonSharp Rees‐Stealy Medical Group, San Diego, CA, USAPURPOSE: Do “how to” culinary medicine demonstrations in a Lifestyle Medicine Implementation CME, improve personal behavior changes amongst providers in a large multi‐specialty care medical group by improving adherence to the Mediterranean dietary pattern?METHODS: 6 weekly 1h virtual sessions for “how to” culinary medicine was taught by a culinary medicine physician within our multi‐specialty group. The week topics were: 1: The Intro to Culinary Medicine focused on the role of healthcare providers as trusted messengers. 2: Vegetables, fruit and fats. 3: Whole grains demonstrating nutritional label reading tips, overnight oats and bulgur wheat. 4: Plant‐forward approaches to proteins and introducing the Menus of Change 'Protein Flip'. 5: Intro to Menus of Change 'Dessert Flip'. 6: The final week a panel of multi‐specialty experts answered questions related to evidenced‐based culinary medicine approaches. A shopping bag with pantry staple items used throughout the 6 weeks was provided along with cutting boards. Participants were encouraged to cook along or follow the recipe and give feedback.RESULTS: Health Risk Assessment Data was collected from 145 health professionals. This was self‐reported by participants pre‐and post CME series. Results show that the most significant personal behavior change was in increasing the number of servings of fruits and vegetables/day. Only 31.6% were consuming the recommended 5 servings of fruits and vegetables per day. By the end of the CME, almost 50% of participants (47.27%) were consuming 5+ servings daily.CONCLUSION: Nutrition was not taught in medical school for most practicing physicians. Virtual “how to” CME is an effective and simple way to improve the tools physicians have to engage with their patients related to risk factors that lead to increased morbidity and mortality. Healthcare systems around the country need to focus on “how to” aspects of nutrition education.P5 REVIVING EMBODIED FOOD CULTURES FOR A VISCERAL AGROECOLOGY – THE CASE OF THE GRANVILLE COMMUNITY KITCHEN (GCK) IN LONDONLamis JamilCentre for Agroecology Water and Resilience at Coventry University, Coventry, West Midlands, UKOne of agroecology's ten core interdependent principles is “culture and food traditions”; however, a lack of understanding of how these intersect with the field of agroecology is a re‐surfacing systemic concern (Morgan & Trubek, 2020). Contemporary food cultures are complex, diverse and ever‐changing as they evolve in in relation to globalisation and migration patterns. The challenge therefore lies in conceptualising food culture as being an inherently agroecological affair that is crucial for building localised regenerative food systems. A point of entry into this research via visceral methods, which are also under‐researched in agroecology, presents a promising angle to uncover embodied knowledge around food culture. In the context of the UK, where over 13.5% of households are currently reported to be experiencing moderate to severe food insecurity (Barber, 2022), an intriguing phenomenon involving one particular type of social eating space – community kitchens – is increasingly visible. This research looks at a case study in London and examines how it serves as conduit for knowledge‐making around food culture at the crossroads of a crisis‐stricken, historically imperial nation.P6 WITHDRAWNP7 COMPARABLE EFFICACY OF A VIRTUAL CULINARY MEDICINE ELECTIVE FOR MEDICAL STUDENTSVeronika Grote1 Fiona Fragomen,2 Melinda Ring11. Osher Center for Integrative Health, Northwestern University, Chicago, IL, USA; 2. Case Western Reserve University, Cleveland, OH, USACooking up Health (CUH) elective, in partnership with Common Threads, was created in response to the lack of adequate education within medical schools surrounding clinical nutrition and cooking. In response to the undergraduate medical education request for more virtual opportunities the original CUH curriculum was transitioned from a semester‐long course to a 2‐week elective, which was held virtually due to the COVID‐19 pandemic. Students completed daily asynchronous learning activities including readings, reflections, videos, and quizzes, and met with faculty for discussion and four virtual cook‐together sessions.Twenty‐two students completed the virtual CUH elective: cohort 1 (N = 9; Level: M1; 5 Female, 4 Male), cohort 2 (N = 6; Level: M3; 4F, 3M), and cohort 3 (N = 8; Level: M2; 6F, 2M). To examine whether students showed changes over the course of the elective in their preliminary efficacy outcomes as a function of participating in the elective, we conducted repeated measures analysis of variance (ANOVA) models on the outcome measures with assessment (pre vs. post elective) as a within‐subject factor and cohort as a between‐subject factor. Descriptive summary statistics were conducted on the questions on engagement with the virtual elective format. In particular, we focused on the confidence in medical student's ability to counsel patients prior to the program and their cooking confidence.All three groups showed significant increases in their confidence in their cooking skills from pre course to post course (p < .05), significant increases in their confidence in basic nutrition counseling from pre course to post course (ps <.01), and significant increases in their confidence in obesity counseling from pre course to post‐course (ps <.001).Culinary medicine training can successfully be translated from in‐person to virtual format. Students reported being able to stay engaged in the course, even with virtual delivery.P10 A VIRTUAL TEACHING KITCHEN PROGRAM, SURVIVORS OVERCOMING AND ACHIEVING RESILIENCY (SOAR), TO IMPROVE EATING BEHAVIORS OF BREAST CANCER SURVIVORSLaura Redwine,1 Sonya Pflanzer,2 Diane Riccardi,2 Marc McDowell,2 Heewon Gray,3 Tiffany Carson,2 Jesse Hubbard,4 Smitha Pabbathi21. Miller School of Medicine, Osher Center for Integrative Health, Miami, FL, USA; 2. H. Lee Moffitt Cancer Center and Research Institute, Tampa, FL, USA; 3. University of South Florida, College of Public Health, Tampa, FL, USA; 4. University of South Florida, Department of Internal Medicine, Tampa, FL, USAPURPOSE: Excess body weight is common among breast cancer survivors and associated with adverse health consequences. Mindful eating relates to internal awareness of experience to make healthier food choices and reduce emotional eating. Survivors Overcoming and Achieving Resiliency (SOAR) is a 9‐week virtual teaching kitchen program incorporating art, meditation, yoga, and mindfulness, with weekly cooking classes. The objective of this study was to examine changes in self‐reported eating habits and facets of eating mindfully in response to participating in SOAR.METHODS: Participants (n = 35) were breast cancer survivors enrolled in SOAR who completed the Mindful Eating Questionnaire (MEQ) and Food Attitudes and Behaviors (FAB) survey pre‐ and post‐intervention. Linear regression analyses examined relationships between aspects of mindful eating and body mass index (BMI). Linear Mixed Models examined longitudinal outcomes and compared women with normal weight (BMI <25kg/m2) vs overweight/obesity (BMI > or = 25kg/m2).RESULTS: At baseline, BMI related positively to emotional eating (e.g., when I'm sad I eat to feel better) (ΔR2 = .18, p = .023), and negatively toward a mindful eating total score (ΔR2 = .12, p = .069). Following SOAR participation, participants improved in mindful emotional eating scores (F = 4.5, .045), with no differences over time between women of normal weight vs overweight/obese. However, compared with overweight/obese, women with normal weight reported greater changes in their eating habits (F = 6.4, p = .018), increased mindful awareness in relation to eating (e.g., I taste every bite of food that I eat; F = 4.7, p = .039) and a trend towards increased noticing external cues related to eating (e.g., I recognize when I'm eating and not hungry; F = 3.7, p = .068).CONCLUSION: SOAR may increase the understanding of strategies to improve eating behaviors in breast cancer survivors of normal weight. However, enhanced interventions are needed for breast cancer survivors with overweight/obesity.P13 PERSONALIZED COACHING IN A CULINARY AND NUTRITION PILOT INTERVENTION: THE SUKALMENA‐InAge STUDYJara Domper,1,2 Lucia Gayoso,1,2 Laura Perezábad,1,2 Leticia Goni,3,4 Victor de la O,3,4 Cristina Razquin,3,4 Usune Etxeberria,1,2 Miguel Ruiz‐Canela3,41. Basque Culinary Center, Faculty of Gastronomic Sciences, Mondragon Unibertsitatea, Donostia– San Sebastián, Spain; 2. BCCInnovation, Technology Center in Gastronomy, Basque Culinary Center, Donostia‐San Sebastián, Spain; 3. Department of Preventive Medicine and Public Health, University of Navarra, IdiSNA, Pamplona, Spain; 4. Consorcio Centro de Investigaciones Biomédicas en Red (CIBERObn), Institute of Health Carlos III (ISCIII), Madrid, SpainINTRODUCTION: Personalized coaching (PC) has been signaled as an effective tool in dietary interventions. Although PC is used as part of nutritional interventions, this approach has been hardly used in culinary‐nutritional interventions. Furthermore, limited information is provided about how the PC procedure has been conducted in these studies.PURPOSE: To design a protocol to conduct a PC as part of a culinary‐nutritional intervention.METHODS: One‐month culinary and nutritional intervention was conducted among overweight and obese participants. During the intervention, PC was delivered through phone calls by nutrition educators. In the second week of the intervention, every participant received one phone session, lasting between 10 and 30 minutes. A protocol for PC was designed where questions were organized into four frames, each one with a specific aim. First, to set a personalized goal in relation to nutrition or culinary change. Second, to identify barriers and solutions to increase nutrition knowledge. Third, to identify barriers and to provide resources needed to improve culinary skills. And fourth, to provide additional support to solve specific problems related to the personal situation of each participant.RESULTS: A total of 31 volunteers received the PC. Sixteen participants detected at least one nutritional barrier, and 13 found a solution to face the barrier. Twenty‐three participants reported barriers related to cook at home, and 22 were able to face difficulties after the PC session. Positive feedback about the usefulness of the phone call was reported, with a mean punctuation of 9.7 points out of 10.CONCLUSION: Information obtained from the phone calls showed that culinary barriers were more frequent compared to nutritional barriers. PC in culinary‐nutritional interventions might be a significant support for participants to help them to improve the adherence to healthy eating and cooking.P14 APPLICATION OF THE FOOD IS MEDICINE MAPKate Janisch,1 Jennifer Massa,1 Christine Hamann,2 David Eisenberg11. Harvard T.H. Chan School of Public Health, Boston, MA, USA; 2. Teaching Kitchen Collaborative, Oakland, CA, USAPURPOSE: The Food is Medicine Map was developed to congregate Food is Medicine (FIM) programs into one unified platform. The FIM map can help uncover regional “hotspots” that could lead to new collaborations, insights, and research involving food as it relates to human health and the health of the planet. This dynamic global map has the potential to serve as a powerful public resource ‐ not only for the FIM community‐ but, importantly, for those programs that it seeks to reach.METHODS: The FIM map was catalyzed by the Teaching Kitchen Collaborative and operated in partnership with Geisinger, God's Love We Deliver, Gretchen Swanson Center for Nutrition, and Wholesome Wave who collectively represent 5 program types: Teaching Kitchens (TK), Medically Tailored Meals, Fresh Food Farmacies, Produce Prescriptions and Nutrition Incentives. Each organization helps act as a “spokesperson” for their domain type: reviewing applications, verifying programs and soliciting members of their respective domains to register on the map.RESULTS: The map is intended to be highly visual ‐ each pindrop shows the physical location while differing colors identify domain types (TK, produce prescription, etc.). Pindrops expand to provide users with contact information and photographs. A location search feature helps users identify programs within specified areas. Since the initial launch in November 2020 to TK programs, the map now shows 138 verified TK organizations in 10 countries.CONCLUSION: Through this cross collaborative FIM map, we hope to increase community awareness, inter‐organizational collaborations and partnerships for programs with individuals, providers and others seeking to improve health through food. In addition, these collaborations could launch more robust scientific inquiry into how FIM programs (1) prevent, treat and manage disease; (2) reduce the overall costs of healthcare; (3) improve the quality of life for all; and (4) enhance our food systems and protect our shared planet.P15 TEACHING KITCHENS AS A RESOURCE FOR UNDERGRADUATE EDUCATIONCatherine Imbery, Mel Liu, Julia Rhoton, Amy RowatUniversity of California at Los Angeles, Los Angeles, CA, USAPURPOSE: Food and cooking provide a powerful platform to make challenging concepts across fields accessible to students from diverse backgrounds, while training them to be critical thinkers, activists, and scholars positioned to solve complex social challenges including health equity, climate change, science literacy, and social justice. Teaching kitchens have potential to integrate with academic undergraduate coursework to enhance student engagement. Previous work also shows taste tests increase student engagement in science, further motivating the use of food to engage students in learning science. We aim to build upon this foundation by using teaching kitchens to engage undergraduate students in science and interdisciplinary coursework at UCLA.METHODS: In the 2021‐2022 academic year, we introduced the UCLA Teaching Kitchen into two interdisciplinary courses: 1) PhySci 7 'Science & Food: The Physical and Molecular Origins of What We Eat', with the goal to develop students' critical thinking in science; and 2) Food Studies 181 'Soil, Land, and Transforming Foodways', which engages students in critical discussions of systemic disparities through food. To begin to assess the potential value of the Teaching Kitchen in course curriculum, we used pre‐post surveys (PhySci 7) and informal qualitative observations (Food Studies 181).RESULTS: Preliminary results indicate hands‐on experiments and live demonstrations enhance student learning, enthusiasm, and engagement in both courses. Findings will help refine future studies to ultimately establish teaching kitchens as a resource for undergraduate curriculum.CONCLUSION: This work demonstrates how teaching kitchens can provide a powerful platform to engage undergraduate students in experiential learning and interdisciplinary discourse, ultimately preparing them to tackle food‐related research questions and grand societal challenges. Interdisciplinary learning around foodway practices and food systems facilitates understanding toward what a more equitable society could look like across fields and discipline.P16 BCP NUTRITIOUS: INCREASING COOKING CONFIDENCE, FAMILY MEALTIME PARTICIPATION AND HEALTHY EATING HABITS IN PEDIATRIC PRIMARY CAREEmily MurphyDepartment of Nutrition, Harvard T.H. Chan School of Public Health, Boston, MA, USAPURPOSE: Boston Community Pediatrics (BCP) is the first nonprofit, pediatric private practice in Massachusetts. BCP's intersectional model includes behavioral health as well as pediatric wellness and care navigation. Wellness programming focuses on equity and includes healthy after school options. BCP has been hosting virtual cooking classes for patients called BCP Nutritious, where all ingredients are delivered to families at no cost. In this study, we evaluated patients' experiences attending the virtual cooking classes; the efficacy of the program in increasing cooking confidence, impacting family mealtime participation and improving healthy eating habits.METHODS: Following 10 virtual classes between June 2022 and August 2022, participants completed an online survey. Quantitative data were descriptively analyzed. Each Likert‐scale question was individually analyzed for deeper insights into specific attributes.RESULTS: 56 patients enrolled in 10 cooking classes. Of patients enrolled, 61% are Hispanic/Latinx and 45% are Black or African American. Participant age ranged from 5‐16 years old. There were 27 participant responses to our survey. Cooking self‐efficacy was moderate, as 53% rated their cooking skills as great. BCP Nutritious encouraged family mealtime, as 89% reported the program or probably promotes cooking as a family. Healthy eating habits were enforced, as 78% of participants reported they are willing to try new foods due to attending the program. The most well‐liked activities included trying new recipes (70%), improving cooking skills (56%) and cooking independently (48%). Feedback included to include more kitchen skills, food safety and nutrition concepts as well as diversifying recipes.CONCLUSION: BCP Nutritious is an innovative program that builds cooking confidence, promotes family mealtime participation, and increases family capacity to implement healthy eating habits. Virtual classes and the ingredient distribution model removes barriers for families and allows for equitable access across our patient population. Virtual sessions allow families to interact together in an empowering space.P17 A RETROSPECTIVE EVALUATION OF A TEACHING KITCHEN CULINARY MEDICINE SESSION IN MEDICAL EDUCATIONRima Itani Al‐Nimr,1,2 Richard Rothstein,1,2 Lawrence Myers,2 Steven Bensen,1,2 Auden McClure1,21. Dartmouth‐Hitchcock Medical Center, Lebanon, NH, USA; 2. Dartmouth Geisel School of Medicine, Hanover, NH, USAPURPOSE: With rising obesity, diabetes and food insecurity, nutrition and culinary education for healthcare professionals is increasingly recognized as imperative to facilitate effective chronic disease prevention and management. The Geisel School of Medicine at Dartmouth offers an integrated nutrition curriculum with culinary medicine objectives. Beyond didactics, a two‐hour teaching kitchen session was required in a first‐year GI, Metabolism and Nutrition course, aiming to provide students with evidence‐based nutrition recommendations, the link between food choices and health, basic food/kitchen safety, culinary skills/techniques, and behavior change strategies for self‐care and patient counseling.METHODS: Retrospective analysis of programmatic data collected for course participation included de‐identified; 1) session attendance; 2) skills assessment evaluating basic culinary competencies; and 3) class evaluation survey assessing improved confidence in culinary skills, nutrition competency, and self‐care tools. Participant satisfaction and qualitative feedback were assessed.RESULTS: 87 of 89 students (97.8%) attended the session, of which 100% passed the skills assessment. 84 of 89 students (94.4%) completed the class evaluation survey. Likert Score (range 1‐5, not at all ‐ extremely) was 4.45 for improved understanding of nutrition recommendations, 4.5 for understanding link between food choices, cooking and health, 4.4 for confidence in cooking from scratch, 4.35 for confidence in culinary skills/techniques, and 4.4 for self‐care tools gained. Overall class rating was 4.65 (range 1‐5, poor ‐ excellent). Qualitative feedback was overwhelmingly positive.CONCLUSION: The teaching kitchen session was well received and led to positive changes in self‐reported nutrition knowledge, culinary skills, and confidence in guiding patients. Students were engaged and reported gaining wellness strategies. Results support the positive impact of a teaching kitchen model in building on core curriculum and providing medical students with a foundation of culinary and nutrition counseling skills for supporting patients in lifestyle change.P18 IMPLEMENTING NUTRITION AND FOOD‐RESEARCH MANAGEMENT EDUCATION FOR FIRST‐YEAR MEDICAL STUDENTS: A PROCESS ANALYSISAmy Gannon,1 Andrew Vaughan,2 Mallory Mount,1 Kelli Williams11. Department of Dietetics, Marshall University, Huntington, WV, USA; 2. Joan C. Edwards School of Medicine, Marshall University, Huntington, WV, USAPURPOSE: Traditional medical education falls short of nutrition training for physicians in most medical education programs. Typical culinary medicine programs provide training to increase knowledge of disease and diet but do little to address the need for personal wellness of physicians in training. This analysis will examine the process used in the development of lessons and group cooking sessions for first year medical students in Huntington's Kitchen, a traditional teaching kitchen.METHODS: A non‐traditional approach to improve lifestyle during the initial years of medical training was implemented for first year medical students by faculty and dietetic interns in the Department of Dietetics at Marshall University in fall 2021. All materials were developed by graduate‐level dietetic interns who were overseen by a registered dietitian nutritionist preceptor. Lessons focused on healthful eating practices and food‐resource management with strategies including cupboard cooking, utilizing leftovers, and batch cooking. A cardiology faculty from the School of Medicine provided research‐based information as an introduction to the session. A brief direct education lesson was provided, followed by four cooking cohorts to demonstrate information provided in the nutrition education lessons.RESULTS: A total of 80 medical students participated in the session, along with six dietetic interns. Special attention was given to food allergies and cultural preferences when developing lessons and recipes. A communal meal was shared among dietetic interns, medical students, and faculty afterward, along with discussion of each recipe, nutrients in the prepared foods, and which specific food resource management technique employed.CONCLUSION: Preliminary data showed positive feedback of the experience among both medical students and dietetic interns.P19 EFFECTIVENESS OF ADDING ENVIRONMENTAL SCIENCE INTERLUDES TO SHORT COOKING TUTORIAL VIDEOS TO ENCOURAGE SUSTAINABLE AND HEALTHY EATINGBrian Cook, Katie Osborn, Julia Rhoton, Marcie Rothman, Amy Rowat, Kristida Chhour, Yashvi Reddy, Elizabeth Shiffler, Paul Stanier, Jennifer JayUniversity of California at Los Angeles, Los Angeles, CA, USAPURPOSE: While shifts in diet are generally recognized as necessary for achieving health and environmental sustainability targets, more information is needed on how to nudge dietary choices. The UCLA Teaching Kitchen, in collaboration with the UCLA Center for Human and Planetary Health, has created a series of instructional cooking videos demonstrating the preparation of simple meals with the intention of encouraging healthy, environmentally sustainable eating among students.METHODS: The three‐to‐four‐minute videos feature recipes such as southwestern black bean bowls and buffalo chickpea tacos, with sustainability‐focused “interludes” that detail the respective recipe's environmental benefits and footprint. Two pilots were offered during food‐related courses in the 2021‐22 academic year. Each pilot had a control group whose class was run with the addition of cooking videos without environmental information, and an experimental group that received 4 cooking modules including environmental interludes. Students completed a survey before and after participating in their respective course reporting dietary habits and shifts in knowledge/perspectives on food sustainability and their confidence/intentions in incorporating healthy, sustainable food into their diets.RESULTS: Results show that the intervention group exhibited a higher level of agreement than the control group with the statement “I learned something valuable,” and were more likely to try the recipe in both trials.CONCLUSIONS: Results indicate that education‐enriched videos supported students' knowledge and sense of agency regarding environmentally sustainable and nutritional eating. Food sustainability‐oriented enhancement of cooking videos may positively influence healthy, environmentally‐friendly eating habits and attitudes.P20 FOOD CHOICE ARCHITECTURE: PROMOTING HEALTHY DECISION MAKINGSamefko Ludidi,1,3 Peter Klosse,2,3 Daina Kosite,4 Anne Roefs41. dr. Ludidi ‐ Health by Scienc